NotesFAQContact Us
Collection
Advanced
Search Tips
Back to results
Peer reviewed Peer reviewed
Direct linkDirect link
ERIC Number: EJ1033058
Record Type: Journal
Publication Date: 2014
Pages: 16
Abstractor: As Provided
Reference Count: 29
ISBN: N/A
ISSN: ISSN-0020-739X
Teaching Undergraduate Mathematics in Interactive Groups: How Does It Fit with Students' Learning?
Sheryn, Louise; Ell, Fiona
International Journal of Mathematical Education in Science and Technology, v45 n6 p863-878 2014
Debates about how undergraduate mathematics should be taught are informed by different views of what it is to learn and to do mathematics. In this qualitative study 10 students enrolled in an advanced undergraduate course in mathematics shared their views about how they best learn mathematics. After participating in a semester-long course in combinatorics, taught using a non-traditional, formal group work approach, the 10 students shared their views about how such an approach fitted in with their experience of learning mathematics. A descriptive thematic analysis of the students' responses revealed that despite being very comfortable with the traditional approach to learning new mathematics, most students were open to a formal group work approach and could see benefits from it after their participation. The students' prior conceptions of the goal of undergraduate mathematics learning and their view of themselves as "mathematicians" framed their experience of learning mathematics in a non-traditional class.
Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals
Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education; Postsecondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: New Zealand